Please enable JavaScript.

Hattie Ch.7: The Flow of the Lesson- The Feedback (Four Feedback Levels…

Hattie Ch.7: The Flow of the Lesson- The Feedback

Types of Feedback

Feedback on errors invite opportunities. These show a tension between what we now know and what we could know. They are signs of an opportunity to learn and should be embraced.

Disconfirmation versus Confirmation

Confirmation: related to feedback that confirms a student's preconceptions of hypothesis.

Disconfirmation: related to feedback to corrects an erroneous idea or assumption, or which provides information that goes against current expectations.

Rapid Formative Assessment

Effective feedback is provided to students.

Students are actively involved in their own learning processes.

Teaching activities are adapted in a response to assessment results.

Students are able to perform self-assessments.

The influence of assessment on students' motivation and self-esteem is recognized.

Challenging Goals and their Relation to Feedback

They inform individuals about the level of performance desired, meaning that these individuals can then track their performance towards those targets.

Feedback allows students and teachers to set further appropriately challenging goals as the previous ones are attained, thus establishing the conditions for ongoing learning.

If there is no challenge, then the feedback is probably of little or any value.

Four Feedback Levels

Process Level: feedback is aimed at the processes used to create the product or to complete the task. These can lead to providing alternate processing, reducing cognitive load, helping to develop learning strategies and error distraction.

Self-Regulation or Cognitive Level: focuses at the self-regulation level or on the student's monitoring of their own learning processes.Feedback at this level can enhance students' skills in self-evaluation, and provide greater confidence to engage further with the task.

Task and Product Level: this type of feedback is most common in classrooms. Commonly given through teacher questions, at the informational level, most provided on comments on assignments.

Self Level: commonly subsided under the notion of 'praise'. Praise usually contains little task-related information and is rarely converted into more engagement to the learning goals. Feedback needs to be effective in the art of learning.